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Timothy Nokes-Malach
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- affiliation: University of Pittsburgh, PA, USA
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2020 – today
- 2024
- [i3]Yuya Asano, Diane J. Litman, Quentin King-Shepard, Tristan Maidment, Tyree Langley, Teresa Davison, Timothy Nokes-Malach, Adriana Kovashka, Erin Walker:
What metrics of participation balance predict outcomes of collaborative learning with a robot? CoRR abs/2405.11092 (2024) - 2023
- [c22]Yuya Asano, Diane J. Litman, Mingzhi Yu, Nikki G. Lobczowski, Timothy Nokes-Malach, Adriana Kovashka, Erin Walker:
Impact of Experiencing Misrecognition by Teachable Agents on Learning and Rapport. AIED (Posters/Late Breaking Results/...) 2023: 606-611 - [i2]Yuya Asano, Diane J. Litman, Mingzhi Yu, Nikki G. Lobczowski, Timothy Nokes-Malach, Adriana Kovashka, Erin Walker:
Impact of Experiencing Misrecognition by Teachable Agents on Learning and Rapport. CoRR abs/2306.07302 (2023) - 2022
- [c21]Christina Steele
, Nikki G. Lobczowski, Teresa Davison, Mingzhi Yu, Michael S. Diamond, Adriana Kovashka, Diane J. Litman, Timothy Nokes-Malach, Erin Walker:
It Takes Two: Examining the Effects of Collaborative Teaching of a Robot Learner. AIED (2) 2022: 604-607 - [c20]Tristan Maidment, Mingzhi Yu, Nikki G. Lobczowski, Adriana Kovashka, Erin Walker, Diane J. Litman, Timothy Nokes-Malach:
Building a Reinforcement Learning Environment from Limited Data to Optimize Teachable Robot Interventions. EDM 2022 - [c19]Yuya Asano, Diane J. Litman, Mingzhi Yu, Nikki G. Lobczowski, Timothy Nokes-Malach, Adriana Kovashka, Erin Walker:
Comparison of Lexical Alignment with a Teachable Robot in Human-Robot and Human-Human-Robot Interactions. SIGDIAL 2022: 615-622 - [i1]Yuya Asano, Diane J. Litman, Mingzhi Yu, Nikki G. Lobczowski, Timothy Nokes-Malach, Adriana Kovashka, Erin Walker:
Comparison of Lexical Alignment with a Teachable Robot in Human-Robot and Human-Human-Robot Interactions. CoRR abs/2209.11842 (2022) - 2021
- [c18]Sara Jaramillo, Eric Kuo, Timothy Nokes-Malach, Benjamin M. Rottman:
Using Causality to Map Difficulties in a Qualitative Physics Problem. CogSci 2021 - [c17]Avital Pelakh, Melanie L. Good, Eric Kuo, Timothy Nokes-Malach, Michael J. Tumminia, Nabila Jamal-Orozco, Michael S. Diamond, Amy Adelman, Brian Galla:
The Relationship Between Intelligence Mindset and Test Anxiety as Mediated by Effort Regulation. CogSci 2021 - 2020
- [c16]Michael S. Diamond, Timothy J. Nokes-Malach:
Investigating the role of student achievement goals in conceptual physics learning. CogSci 2020 - [c15]Quentin King-Shepard, Kelly Boden, Amy Adelman, Timothy J. Nokes-Malach, Shana Carpenter:
Investigating the Benefits of Pre-Questions on Lecture-Based Learning. CogSci 2020 - [c14]Eric Kuo, Nolan Weinlader, Benjamin M. Rottman, Timothy J. Nokes-Malach:
Using Causal Networks to Examine Resource Productivity and Coordination in Learning Science. ICLS 2020
2010 – 2019
- 2016
- [j4]Joel Chan, Timothy J. Nokes-Malach
Situative Creativity: Larger Physical Spaces Facilitate Thinking of Novel Uses for Everyday Objects. J. Probl. Solving 9(1) (2016) - 2015
- [c13]J. Elizabeth Richey, Cristina D. Zepeda, Timothy J. Nokes-Malach:
Transfer effects of prompted and self-reported analogical comparison and self-explanation. CogSci 2015 - [c12]Cristina D. Zepeda, Timothy J. Nokes-Malach:
'Capturing the relations between metacognition, self-explanation, and analogical comparison: An exploration of two methodologies'. CogSci 2015 - 2014
- [j3]Matthew L. Bernacki
Stability and change in adolescents' task-specific achievement goals and implications for learning mathematics with intelligent tutors. Comput. Hum. Behav. 37: 73-80 (2014) - [c11]Joel Chan, Timothy J. Nokes-Malach:
The impact of physical spaces on divergent and convergent problem-solving performance. CogSci 2014 - [c10]Stephen Fancsali, Matthew L. Bernacki, Timothy J. Nokes-Malach, Michael Yudelson, Steven Ritter:
Goal Orientation, Self-Efficacy, and "Online Measures" in Intelligent Tutoring Systems. CogSci 2014 - [c9]Amanda M. Ferrara, Cristina D. Zepeda, Timothy J. Nokes-Malach:
Investigating the Relationship Between Mindfulness and Learning. CogSci 2014 - [c8]J. Elizabeth Richey, Matthew L. Bernacki, Daniel M. Belenky, Timothy J. Nokes-Malach:
Relating a Task-Based, Behavioral Measure of Achievement Goals to Self-Reported Goals and Performance in the Classroom. CogSci 2014 - [c7]J. Elizabeth Richey, Timothy J. Nokes-Malach, Aleza Wallace:
Achievement goals, observed behaviors, and performance: Testing a mediation model in a college classroom. CogSci 2014 - [c6]Aleza Wallace, J. Elizabeth Richey, Timothy J. Nokes-Malach:
Change in Achievement Goals and Their Relation to Exam Grades. CogSci 2014 - 2013
- [c5]Daniel M. Belenky, Timothy J. Nokes-Malach:
The Role of Achievement Goal Motivation in Self-Explanation and Knowledge Transfer. CogSci 2013 - 2011
- [c4]Daniel M. Belenky, Timothy J. Nokes, Matthew L. Bernacki:
Achievement Goals and Learning in a Lecture Course: Moving Towards Mastery Goals Predicts Deeper Learning. CogSci 2011 - 2010
- [c3]Timothy J. Nokes, John M. Levine, Daniel M. Belenky, Soniya Gadgil:
Investigating the impact of dialectical interaction on engagement, affect, and robust learning. ICLS 2010: 215-218
2000 – 2009
- 2009
- [j2]Daniel M. Belenky, Timothy J. Nokes:
Examining the Role of Manipulatives and Metacognition on Engagement, Learning, and Transfer. J. Probl. Solving 2(2) (2009) - [c2]Robert G. M. Hausmann, Timothy J. Nokes, Kurt VanLehn, Brett van de Sande:
Collaborative Dialog While Studying Worked-out Examples. AIED 2009: 596-598 - 2008
- [c1]Timothy J. Nokes, Kurt VanLehn:
Bridging principles and examples through analogy and explanation. ICLS (3) 2008: 100-102 - 2005
- [j1]Timothy J. Nokes, Stellan Ohlsson:
Comparing Multiple Paths to Mastery: What is Learned? Cogn. Sci. 29(5): 769-796 (2005)
Coauthor Index
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